Transcript Maximising Teaching Potential TASME workshop

TASME: Maximising your teaching
potential
Facilitator:
Catherine Haines
Assistant Professor of Medical Education
University of Nottingham
Aim: To develop confidence and expertise as medical
educators
Objectives:
Participants will have the opportunity to
develop skills in:
• identifying their current and future
development opportunities in teaching
• planning, preparing and delivering focussed
explanations
• giving and receiving feedback on their
teaching
Workshop Outline
Close
Summary and
Evaluation – 5 m
Trios: give a
focussed
explanation.
Get some feedback
15m
Whole group discussion
Learning and Teaching:
activating prior learning,
where now and where
next? 5 m
Introductions
Two way
communication
game: in the
head of the
learner – 15 m
Workshop Begins
Pair debrief
Brief outline of workshop activities:
• Introductions and pair discussion about
current experience in medical education
– (5 mins)
• Pair activity: 2 way communication exercise
and debrief discussions
– (15 - 20 mins)
• Small group activity, take turns to prepare
and deliver 30, 60 or 90 second explanation,
with feedback (keep this, try this)
– (15 mins)
• Summary, evaluation, close
What experience do we have here today?
Everyone stand up. Now take a seat if you’ve:
• Set exams, been an external examiner,
• Been an OSCE assessor
• Given a lecture
• Run a seminar
• Given a conference presentation
• Explained something in a clinic/bedside setting to
medical students
• Explained something to a patient
• Been in a study group
• Done some PBL
• Done hours and hours (and hours) as a consumer
of teaching, ie: a student or trainee under a range
of circumstances
Teaching optimises Learning
• Learning is …
a change in the ability to do things
as a result of experience
Practical 1: problems with passive
communication
• In pairs: one person face the front, one
person, with pen and paper face the back of
the room
• You will have 90 seconds to describe a picture
to your learner. They must remain silent.
They cannot ask you questions. They must try
to draw what you describe.
• Reverse the roles and try again with the new
picture
90 second picture 1
Swap and have another go
Debrief: two way communication
• In pairs: discuss and compile a list of do’s and
don’ts for explaining clearly
• As a whole group, what are the implications
for our teaching?
• My 3 golden rules …
Active involvement of the learner,
increases learning
• Tell me ...... I will forget
• Show me...... I may remember
• Involve me.....I will surely learn
Confucius
Ascertain and activate prior
learning
“The most important single factor
influencing learning is what the
learner already knows. Ascertain this
and teach accordingly”
Ausubel (1968)
“Educational psychology:
a cognitive view”
Less is
more
Vary the sources of stimulus
Feedback: make it worth its weight in gold:
identify what works, make suggestions for
what could work even better
Practical 2: making better short
explanations
• Form 3s and take turns in each role: explainer,
explainee, observer who leads feedback
• Choose who will give a 30 second, 60 or 90
second explanation (try each within your
group)
• One minute to prepare an explanation you are
likely to give
• Take it in turns to give your explanation
• Learner and observer give you feedback:
– Keep doing this
- next time try this
Summary circle
One thing you are going to do
differently as a result of today?
(ie: what have you learned!)